Network Logic - Index of
Network Logic - Index of
Network Logic - Index of
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<strong>Network</strong>s, knowledge and innovation<br />
understand better than ever that innovation is very <strong>of</strong>ten a social,<br />
interactive process rather than one <strong>of</strong> individual creativity, and that<br />
networks play a vital role in the creation and the transfer <strong>of</strong> new<br />
knowledge and innovation. In NWP teachers ‘share best practices’<br />
and do so in a way that seeks to improve on them as well as spread<br />
them. The question thus arises: to what degree would it be<br />
advantageous to set the Lieberman and Wood analysis not only in its<br />
traditional location <strong>of</strong> pr<strong>of</strong>essional learning but also in new locations<br />
<strong>of</strong> knowledge management and innovation? There are at least two<br />
advantages <strong>of</strong> so doing. First, it <strong>of</strong>fers the analysis a new and<br />
potentially richer set <strong>of</strong> concepts in which to set NWP and the<br />
analytic frame adopted. Second, it would bring into view a new and<br />
different research base.<br />
Best practice<br />
Three examples might help here. Lieberman and Wood commend the<br />
ways teachers share their best practices, but they treat the concept <strong>of</strong><br />
best practice as entirely unproblematic. Exactly what are the defining<br />
characteristics <strong>of</strong> a ‘good practice’ in NWP? It might, <strong>of</strong> course, mean<br />
nothing more than an ideologically approved or politically correct<br />
pedagogical practice within the values <strong>of</strong> NWP. It might mean a<br />
practice that an individual teacher has found to be effective in her<br />
private experience and judgement. It might mean one that is<br />
demonstrably more effective in ensuring student learning. If NWP is<br />
effective in knowledge transfer through its networks, it is rather<br />
important that the good practices disseminated are ones that are<br />
indeed demonstrably effective by some objective evidence. What<br />
action was taken to ascertain the basis <strong>of</strong> the good practices involved<br />
in NWP? How much <strong>of</strong> this learning could be used in other forms <strong>of</strong><br />
pr<strong>of</strong>essional development?<br />
‘Good practice’ and ‘best practice’ are <strong>of</strong>ten treated as synonyms,<br />
even though best is not the same as good. A practice could be<br />
considered ‘best’ if it has been shown to be better – more effective or<br />
efficient – than other practices. Did NWP uncover or elaborate on a<br />
process <strong>of</strong> moving from ‘good practice’, however defined, to a<br />
Demos 85